Blog Post #1: Why are Literacy Leaders Important in K-12 School Settings?

There are quite a few differing notions attached to the label “leader,” and the word itself invokes a variety of images, some of which may be:

• an authoritative leader who uses expertise pull the community together, to set goals, and to carve out a path to reach them
• a charismatic leader who inspires and motivates others with passion and a clear vision
• a servant leader who takes stock of and takes care of everyone’s needs
• a mentor leader who models and guides others as they grow into leaders themselves.

In a K-12 school setting, a literacy leader can assume the characteristics of any or all of the above listed leader profiles.

In fact, when we look at the operative words in the descriptions of the six models of literacy coaching for reading professionals (Shearer, Carr, & Vogt, 2019, p.51-52), we find verbs such as: support, confer with, assist/help, participate, consult, lead, model, coteach, coordinate, engage, mentor, focus (on improvement), negotiate (goals), observe (lesson) and provide (feedback), maintain (a non-judgmental) attitude).

Why would a school need an authoritative K-12 literacy leader? As Brenda Shearer notes, in many schools teachers tend to “close [their] door and do [their] own thing” (Shearer, Carr, & Vogt, 2019, p. 69). In reality, these teachers are relying only on their own devices, experience, and expertise. There is subtle irony in the fact that a teacher’s job is inherently one of intense interaction, yet they work in isolation from their peers. What they are missing is the communication, collaboration, and support of other adult professionals in their field to push their own growth and development, so they can, in turn, help their own students to develop and grow. A strong and competent leader can pull people together into a cohesive team, using his/her skills of communication as well as expertise in the literacy field to create a collaborative and productive environment wherein people can pool in their human resources of experience and knowledge to set common goals and to engineer a reasonable and sustainable path to reach them.

Why would a school need a charismatic K-12 literacy leader? Many teachers are busy, stressed, and overworked. Some are on the verge of burnout on account of the complex demands of their profession. A leader with a passion for learning and teaching and a vision for literacy success can invigorate an entire learning community to reflect on their own professional vision and philosophy as educators. Such a leader can remind all of the lofty and responsible task of raising a new generation of literate citizens, while encouraging them by offering a forum and opportunity to discuss solutions in a safe and respectful environment.

Why would a school need a servant-type K-12 literacy leader? Teachers are often left out of important conversations regarding school reform and educational policy and change. This is unfortunate, because they are the ones who have primary contact with the students which directly impacts students’ learning experience and achievement. While discussing various student needs and how to accommodate them, one can quickly dismiss the needs of teachers themselves, which can include, but not be limited to: professional development, specialized training, help with identifying struggling students, support in various aspects of instruction and classroom management, self-care advice, etc. A servant leader who with empathy listens to everyone’s concerns would be attuned to their needs and work together alongside all stakeholders to create a system of support that would ensure that all involved are validated and taken care of.

Why would a school need a mentor-type K-12 literacy leader? Inasmuch as literacy instruction and learning comprises multiple skills and knowledge, it is impossible for any one classroom teacher, administrator, or specialist to know everything there is to know about it. A mentor who is an expert in the literacy field can fill in the gaps by researching and pointing teachers to relevant resources, coteaching and observing in order to model, share, and discuss best practices and strategies, supervise implementation of innovative methods and approaches, etc.

If we were to make a composite model of a consummate literacy leader based on my four profiles and the six coaching models cited above, the traits that this individual would have to possess would include: vast knowledge and expertise, gift of strategic planning and organization, cooperativeness, diplomacy, excellent communication and mediation skills, empathy, ability and desire to put others’ needs before one’s own interests, patience, humility, good sense of humor, and more.

It is a tall order. However, just as the role of literacy leader emerged because people realized one person cannot know it all or do it all, so also are literacy leaders helped and supported by their professional learning communities, where they get to further develop and hone the above necessary traits.

Their vital importance is in pulling everyone together into the big picture and making everyone’s needs and contributions important — those of the students, their parents and families, teachers, administrators, and all individuals and organizations who value literacy as a critical competency in our local and global communities.

Reference:

Shearer, B. A., Carr, D. B., & Vogt, M. (2019). Reading specialists and literacy coaches in the real world (4th ed.). Long Grove, IL: Waveland Press.